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Transcript of WELS 2015 Lead and Redefine Future Schools

lead and redefinefuture schoolsTony Wagnerreimagine Ed forthe 21st Centuryknowledge workersare no longer requiredknowledge is a free commodityvia the internet.innovation is the singlemost competitive advantagethat someone can graduate withthe artist- normal for children- schooled out of adultscreative problem solvers - how?- create new knowledge- ask new questions- solve new problemsStduents 'best' teachersthey're outlyers - different from their peersfundamental contradictionBeaureacracy vs InnovationIndividual achievement vs collaboarationcompartmentalised knowledge vs Problem based multi subjectCompliance vs EngagementRisk avoidance vs trial and errorExtrinsic vs intrinsic motivationisolation is the enemy of innovayioncontent focus created test focuswe have to get through this Fail opportunity is essentialexplicit encouragement of play, passion and purpose.limited screen time essential!vex!perseverancetenacityself regulationreal interests thatgrow into passions"google time"innovators think beyond themselvesthey understand the world is bigger than themlikelytosucceed.org

Critical thinking is only developed through engagement with content - it's a balance. Which content to apply to the practical.

the world doesn't care about what you know - it's what content knowledgeProblem solving opportunitieswhat do we want WM students to remember and continue with 6 months, a year and longer post-school?the dsicipline of reflection is critical

it is the difference between failure and iterationwhere to Start?- recognise that more of the same won't work- do the R & D (6-10%) to set the direction- build every day toward the direction- encourage skill and Will (+ Thrill)start?google - no college scores - structured interviews - problem solversDe-lOits - same... hiring the best of ivy league wasn't successful - summer boot campStephen Murgatroydchallenges for the future of educationthe world ischanging fastdemographicwestern world isnot replacing itselfelderly populationis growing - largenumber of seniorseconomywork: manufacturingfrom human to roboticmini-example... 115 shiftworkerswith 700+ robotslarge scale business is becoming smaller.3D printing exampleenvironmentsignificant demands>half the periodic tablein hand all the timeschools are constantly changingif your school isn't changing your not doing the best by your studentsinvestment of time and energyindustrial modelcollaborative21st C models of learning andengagement[The in-between]most schoolsGlobal education reform vs Equity as Policyirrational Innovationhomeopathy for educationrespond to the challengesprof cultirepolitical envireconomic environmentglobal trendscommunitythink aheadlead acrossdeliver within1. Work toward a shared vision2. develop and foster partnership it's the dna of the future school3. share leadership - teacher, student and community engagement4. work to build a common language sing from the same songsheet all should understand it5. work innovatively and adaptively 95% of innovation is creative adaption6. make T & L simple and transparent7. keep the work rigorous, focused and mindful why is this working (or not)

murgatroydstephen@gmail.com

murgatroydsteph (twitter)building characterthrough 'work'rodgers adoption curve20% of all who will not changefirst followers essentialBUILD MOMENTUMDON'T WASTE TIME ON THE NEGATIVESPEND TIME ON EARLY ADOPTERS & FIRST FOLLOWERSHOW???ENGAGE COMMUNITY - WHAT WE DOSHOULD NOT BE SECRETSIMON BREAKSPEARHOW CAN WE BECOME MOREAGILE AND CONTINUALLYADAPT TO THE FUTURE?> defer judgement> encourage wild ideas> take risks and be curiousTHINK DOUBLE ESPRESSOmoving from yes but ... to ... yes and...Education is a future-focussed enterprise21st C skills have moved from'nice-to-have' to necessitydouglas adamsinvention quoteswhywhathowhow do we innovatein established schools??how parents, teachers and students think of change!hello - this is your captain speaking - we're going to change the engines in mid air - we'll let you when it's done and if ti works.avoid:death by committeedeath by culture

1 mindset, 3 strategiesagile mindset"better allthe time"disruptiveinnovationnot...honour thepast, designthe future!!!like the car- it still works- but is getting betterRelationshipsthe essential Appfor effective learninglearning to sustainably changeroutine patterns of practiceclarifyif you can't say it clearlyyou don't understand it yourselfjohn searlecraft a vision of future practice20-20 visiona preferable and achievable learning futureyou can't lead people into a vision that you can not seefocus on less but bettertoo many things for too short a timehigh leverage problem where change is essentialwhat's out next learning gear?what willwe not doto get ahead?mobiliseyou cannot mandate greatness. it mustbe unleashed!sir michael barberempower educators as learning designerseducators as informed professionalsworking to innovate nd adapt1.2.work with the believers in the white spacesthe ones who are ready to go"minimum viable product"1-generate ideas... 2-launch new learning model... 3-assess impact on learning... 4-learn to reiteratefail well!amplifycurate positive contagion3.experiment, learn, pivot, iterate

simplereliableworklearn through r & d...system will only changeat the speed of trustbetween the innovatorsand their colleaguesnever stop learningevery day is day 1jeff bezo, amazon founderthoughtswhen students ask questions... or staff...do they then ask themselves "was thata good / right / best question to ask"?next steps?how do we (SELT) begin to model the things that we want to see in Curriculum development and school-wide?Shared vision - community and educators? is it there? When was it last visited?Develop education partnerships in the whole organisation... NMT-SELT-REGIONS-CAMPUSES-DEPARTMENTS-LEVELS etcwhat are our barriers to shared leadership and innovation for staff, students and the community?Who are our skilled learning designers? are they equipped and released to develop school-wide or are they forced to be secret-squirrel innovators?what's the difference between SDL and Student-centred. are we on the right page with our terminology?equip and release staff, students and community members to lead school-wide...teaching, learning, mentors, coaches1dayleadershiprenaissance leadership - book to readrenaissancepathfindersLinked in Blog1. practice personal masterythe confidence to gather people / followersrealise the workis not about themrealise they're notthe most importantbalanced lifestylelook after themselves2. apply a 'GLOCAL' mindsetlife beyond workand schoolothers are doing great things around the worldthat everyone successful thinks bigger than self3. accelerate cross BoundarY learning systems and waysof thinkingseek leadership learningfrom other spheresrecognise leadership organisation-widecan lead and communicate vision, strategy & direction evidence-based decision-making based onfuture choicesdon't guess where you're going - be deliberate4. think back from the futureinspire, engage and focus the work of groups and indivdualsconnect the where we are with where we need to be - and be action inspirersknow that engaging is better than demanding5. lead systematic changeinspire confidence that change is a heart and mind activitycan use evidence of progress to inspire and engagethey can use 'what?' to lead people through the 'so what?' into the 'now what'they can lead across AND deliver within6. drive performance with passionthey can use a crisis to enable changethey take risks and live with paradoxWhat can we learn from Jean P Stiles- build and empower team- build and empower support for learners and learning- enables student voice- focus on equity as an ambition for outcomesnever let a crisis go to wasteoften missedactive listening!!how well do we listen - what opportunities to we make for active listening? our job isn't to tell - it's to enable!teaching and learningchange leadershipbuy in vs ownershipthe process....- reading- talking- visitingcreating adult learningopportunities that createreasons for staff to engageuse recent alumni focus groups that ask...- best preparation from WM- what you'd change abut the wm experience- what you would recommend to staff and studentstake this data - frame the big questions for teachers...teacher-led r & dadvisories - studentvoice in the learning experiencebe instructionalbeyond the walk-throughlearning walks- not evaluative- with others- no checklist- ask questionslook for 2 things - say rigor andengagementdefine what 'good'looks likelook at instruction together!define what good learning and teaching looks likelook on student desks and ask questions of studentsdesign learningexperiences for staffquality questionswait timeare students engaged in the question??r i g o re n g a g e m e n ti used to think:there are a few areas of changethat i think we should stopi now think:there are only a few areas of change that i think we ought to keep goingtony wagner reflection...how??? - - - work with NMT to develop a new structure for education leadership nationally that equips DPs / APS / others as Senior national leaders - engage, equip and releaseevidence of success?there will be a known shared vision, key pillars and strat. objectivesstaff and community will work collaboratively to facilitate great learning moments - embedding solethere will be a range of PLD opportunities and a learning walk culture that encourages collaborative dicussion... teaching, learning, mentors, coachesthe structure will develop and breathe life into all of the above...Get rid of the CynicsVSembrace the scepticswels 2015world education leadership summit2daysugata mitraself organising systems in future schoolsnot SDLnot about individuals...it's about systemsthe appearance of order out of disorderlinks to writings ofmargaret wheatley?"groups of children, using the internet,can learn anything by themselves".'whole in the wall' experiment 1999system to make things happen orsystem to let things happen?sdlsdl at WM should be in the 'let'...are we trying to 'make'?to groups of unsupervised children....

they search for things of interest...they discover things that are useful...

to groups of supervised children....

they try to avoid the work they're being made to do... they discover less of things that are useful...

"the learner in the rightcircumstances can inventthe pedagogical method"the right environment cancreate positive learningstudents reading togetheraccelerates their reading age...particularly when it is a repeated activity"the granny cloud"friendly learningmediation can acceleratethe learning furtherhow can you work with so much noisewhen I hear the voices of my friendsit makes me feel safeadult question...student answer...analogy... allowing the internet into theexam hall will change the entire systemimagine the change for:- students- teachers- exam writers- curriculum designersimagine walking through a dangerous unfamiliar city and hearing the loud voices of your friends. School can be the unfamiliar city for some students.do we 'let' learning happen to meet the needs of learners or do we 'make' it happen to meet our own needs???challenge...pasi sahlberg1. Publicsystem2. Equity3. Leadershipgoal - make learning more engaging,interesting and realintegrated study in every schoolfor all studentsstudents Must be involvedin learning design3 lessons:1 - invest in and build equity2 - celebratefailure3 - playOctober 13 is'failure day'too much sitting!sitting is thenew smoking!10 hours per day has similar negative outcomes to being a smokerhow?Fail early...Learn well...Start well...Be transparent...Yong ZhaoCounting what counts: Education outcomes that matterre structure necessary?can they be redesigned?What matters?why do we have schools?designing learning thatallows students tobecome successfulWhat is success?KEITH BAKER (2007) ARE INTERNATIONAL TESTS WORTH ANYTHING?not tests! - THE RISE OF THE USELESS!RUDOLPH! - IF HE'D GONE TOSCHOOL HIS NOSE WOULD HAVE BEEN PAINTED TO ASS THE TESTHE'S USELESS AGAINAS SANTA HAS GPS!TIMES CHANGEKIM KARDASIANCELEBRITY FOR NOTHINGFAMOUS FOR BEING WELL-KNOWNHER "FOGGY CHRISTMAS EVE" IS NOWPEOPLE HAVE CHOICEAS TO WHAT THEY CONSUMERIMPORTANTTHE USELESS HAVE BECOME USEFULLOTS OF THINGS DO...DOES EVERYONE HAVE TO BE EQUALLY GOODAT ALL OF THE THINGS THAT MATTER?DIVERSIFICATION OR HOMOGENISATIONCOGNITIVE OR NON-COGNITIVESHORT-TERM OR LONG-TERMMEASURABLE OR NON-MEASURABLEARE WE LOOKING TO PAINT THENOSES OF OUR RUDOLPHS BLACK?challengewhere are we?where should we be?are we pursuing high test scoresat the expense of other essentials?what do we measure and why?what counts may not be counted;what is counted may not count!Is the short term having an effect on the long term? If not, Why?what we measurewhat we countwhat we assessSchools in the cloudmake your own groupsleave groupsmake new groupstalk as much as you likemove around the spacethe set up...SOLE...self organised learning environment}it's fluid &mobilethe goal...learners taking responsibility for learninGCan intense freedom & learning 'chaos' drive learners toward learning...an experiment in learning"the question"essential...literacy/reading experiment...reading comprehension 8 year old and 10 year old textsBeehive - 1 bee can build nothing - many bees make perfectly ordered hexagonsindividual students can struggle to achieve. give them each other and the right circumstance they can thrivegeorge stevenson high school, killingworthis this our sdl? it needs to be the right kind of questionis 2 by 2 necessary for all subjects? should we push it further?What is the right question for WM?what would sole look likeas part of a learning centre?brett Millottpaul kennaboth in melbournerole of the sole teacher?developing the 'big question'creating the question toward thatwhich is an unknownadmiring and acknowledgingthe learning journeyLooking at confidence levelsteacher as the safe 'friend' in the classroomyong Zhaowho's afraid of the big bad dragoneveryone has celebrated theamazing achievement, except chinA...Kai-fu lee: the next apple or google will appear but not in china... unless it abolishes its education.quantity of creativity highquality of creativity lowpatents1700 years of test practicepass the national test that anyone can take?govt positionlead and redefinefuture schoolswels 2015world education leadership summitreward based systemextrinsic motivationdoes not equal engaged learners decline of creativity...98% of 5 year olds are genius level creatives - the decline from there is shocking!

the sacrifice of uniquenessthe best system to createwell qualified obedients!it is presecribed

but it's changing!!no test scores forelementary to highadvancementit is the best of the pastbut the worst of the future"abandon all norm-referencedtesting / assessment etc."becoming a better you......not a better someone elsebeyond better than averagestudents and staff...thoughtsdo our systems make learning happen or are our systems flexible to 'let' learning happen?next steps?National managament meeting and decisions around leadership structuresare our learning centre approaches set up in the best interests of students or staff? (silence etc) as part of the above do students have the opportunity to design their 'pedagogical method'?where is the 'play'. Skill and will is there - where is the thrill in learning. the 'love being at school'where is the 'play'. Skill and will is there - where is the thrill in learning. the 'love being at school'ARE WE LOOKING TO PAINT THENOSES OF OUR RUDOLPHS BLACK?challenge from Yong Zhaoare we pursuing high test scoresat the expense of other essentials?what do we measure and why?what counts may not be counted;what is counted may not count!Is the short term having an effect on the long term? If not, Why?what we measurewhat we countwhat we assessShould SOLE be our focus for learning centres rather than SDL - who are our great 'big question' developers?is our assessment focus the 'best of the past'? if so, what is our future? are our staff/student norm references helping?Where is the creativity... where is the innovation... do our opportunities necessitate the sacrifice of uniqueness?explore sole as a system for SDL t&L. what does it look and sound like at WM? what are students saying about thrill? present voice from swot and discuss- shared leadershipregionsnational- release leadership for change in wm - change needs some consultancy support- what do we need / want - who drives it?what are students saying about thrill? present voice from swot and discusscan innovation and creativity be written into CAP. community business questions & development.SOLE examples & discussionsugata mitra Masterclasswhat needs to change?what is possible?curriculumassessmentgovernementself organised learning environmenthole in the walllearn to use a computerlearn anythingeveidence for language, maths etcbig day out, victoriaSOLE in schoolhttp://soleaustralianetwork.wikispaces.com/student voice?they don't want a packaged solutionthey want to exploreand create the solutionwww.kidsgotsole.comchallengehow do we move our SDL pegagogytoward a more open SOLE approach?less prescribed, bigger questions etcSOLE is not a replacement of staffit does help thenot engaged tobecome engagedwhat happens in high school?alot! studentsdeveloping answers to big questionsthe question needs to bethe right kind - doesn't work for all learning areas.sometimes 1st-2ndyr uni outcomesadolescent reactions candisrupt SOLE opportunitiesUni students redevelopSOLE abilitySDL vs SOLEthere are overlaps but......sole is group-directed...SOLE is group-organisedchallengeperhaps the 'self' n sole is about the environment and the people there are more interconnected than in learning centres / SDL??it doesn't work as theonly instruction option!but...when students understandand can choose how theylearn... sole is popularteachers?not interfering with directionbuild interest towardthe big questionidentify 'assistant'who can ask questionsclass electedwhen sole starts the only teacher contacttake notes ofobservationsas many reportsas computersstudent reportsone page or mindmapno repetitionof reportsset the questiongood questions depend onage and expereience of students. and then? is part of the teacher kitto get toward the big question...gum health example... big q eventually"why to teeth not grow back after the second time they have fallen out?"perhaps where there are gaps... create a sole a few days laterwith a big q around the gaps.spontaneity is thepower of sole'vocab catcher'large area of student-discovered meaningsthey write up meanings and discover what others have written as they writethe granny cloud"admiring but not necessarilyknowledgeable presence"extending the cloud / the conceptcommunityexperiencelistening ears'expert'opportunitycurrentlyon the g-cloudlanguagesreadingexpressingthoughts & ideasdevelopingconfidenceexposure tothe unknown(travel etc)mutual understaningadults and students benefitbrings the world aliveprofile of successful 'grannies'open to social mediawilling to learnsense of humourhigh frustration tolerancewhat is possible for us?what could work?What about a "cloud of schools"what if OSG was a 'cloud ofschools' - local would dealwith framing a local curriculum...thought...school in the cloud...brings togethergrannies and solea space with screenswell placedpublicly viewable"reception area?"auckland experimentfor Y7-10 SOLC??seating toencouragegroups to formcolourful - funa playground inside?the space......enables group / collaboration...Allows movement easily...has clear lines of visibility for safety...is durable...has age-appropriate aesthetics...has equipment that's easy to use...gives ownership...has a computer for each 3-5 students...has a seperate big screen skype/vc screen...has glass partitioning...considers acoustics for good sound...good lightingthoughtsSOLE is a potential pedaogigal model for SDL... but research is saying it's not an all day every day model!- research- gather 'voice'- redesign where appropriatenext steps?robust curriculum discussion is essential as soon as we are able- rps- dps- cls- nmtour model of learning is largely focussed on personal achievement... where is the group / collaborationhow do we move teacher approaches from a prescribe curriculum model to a more open SOLE/SDL approachShould we look at a school in the cloud / 7-10 sole experiment in the auckland reception area?experimenting with areas of SOLE as an approach to sdl in 7-10? who? Where?curriculum development team lok at relevant PLD that meets the needs of teacher-learners- moving all... poor to competent, competent to good, good to expert, expert to trainerstudents prefer videoto reading... will listenon youtube / ted beyondnormal attention spanredesigning curriculumand assessmenthow will a different kind of questioneffect the way we teach & assess?You're a detective - investigate why the following are good reasons to study History?...Explore how each of the following contributed to the rulers os Srivijaya being rich?developing big questions...- shifting toward a general idea

could have used Imagine......the creative 2nd attemptnew rule - 1 collective answer- 20 minutes of development...- leaders arise (not often the same people)- outlyers drawn in- question developed"Why are fish like armoured tanks"non-prescriptive &non-competitive1st attempthow does an idea like this become govt policypolicy changerspolicy makersa 'movement'through dialogue?withchanges in schools and policiescollaborative learning expereiencesteam work - pool resourcesmixed age and ability + natural formationspeer interactions - various socio-economic and cultural changesSelf motivated - self regulatedCurrent Curriculum:list of things we knowthat students should knowWhat if 'Curriculum' becomes:list of things we don't knowthat we want students to find outdeveloping 'big' questionsour question to develop:What is learning worth?needs "*" for google word-4-word searchCould be interpreted in a number of ways:- life expectancy- earnings- lifestyle- survivalWho is the question for? each would have an answer...- student, staff, parents, employers, others in societyallow for interpretation of q's}questions that have multiple answers are bigquestions that encourage exploration